What conditions need to be in place for meaningful and productive execution of the collegial inquiry process?
How will the knowledge gained by inquiry participants impact them in their current role?
How do multiple perspectives deepen the collective understanding of the group?
What are the advantages and disadvantages/challenges of the inquiry cycle presented in our course? How is our definition of collegial inquiry different than other models of collaborative action research?
How do group and individual reflections contribute to the inquiry cycle? What role does ongoing reflection play in the inquiry process?
Rationale:
Collegial inquiry is a process that aims to inspire growth and innovation in teachers, aligns with school and district goals, and generates ideas that can build student success. The literature on school improvement suggests that the collaborative action research process is a proven way to foster characteristics present in effective schools including collegiality, experimentation, high expectations, open communication and involvement in decision making. By blending the multiple perspectives of a team with the established research, educators have the opportunity to collaborate, explore, design, and reflect on topics of interest that are integral to their craft. Following the model of professional growth networks, we hope to provide district staff with the time, the guidance, and the motivation to delve deeper into a meaningful study that will improve their practice and contribute new knowledge to the development of the teaching profession.
Team 1: Collegial Inquiry
Matching Inquiry to Data and Calendar.pages
Jill & Romy's Planning Outline.pages
Creating a Vision for Success.pages
Inquiry Questions:
Rationale:
Collegial inquiry is a process that aims to inspire growth and innovation in teachers, aligns with school and district goals, and generates ideas that can build student success. The literature on school improvement suggests that the collaborative action research process is a proven way to foster characteristics present in effective schools including collegiality, experimentation, high expectations, open communication and involvement in decision making. By blending the multiple perspectives of a team with the established research, educators have the opportunity to collaborate, explore, design, and reflect on topics of interest that are integral to their craft. Following the model of professional growth networks, we hope to provide district staff with the time, the guidance, and the motivation to delve deeper into a meaningful study that will improve their practice and contribute new knowledge to the development of the teaching profession.